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¹ßÇàÇÐȸ : Çѱ¹±³À°¹æ¹ýÇÐȸ [The Korean Association for Educational Methodology Studies]
¹ßÇàÁ¤º¸ : ±³À°¹æ¹ý¿¬±¸ Á¦ 27±Ç 2È£ pp.211-228(18 pages)
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This study analyzed the moder
ating effect of group cohesiveness on the relationship between selfregulation and co-regulation in a collaborative learning environment. Seventy three college studentsparticipated in a small group based collaborative project, and the data from sixty one were used forhierarchical regression analysis. The results reported that self regulation predicted co-regulation, and taskcohesiveness moderated the relationship between self regulation and co-regulation, while social cohesivenessdid not. This study investigated a relatively new construct, co-regulation, in a collaborative learningcontext, and reported the importance of group cohesiveness to strengthen the relationship betweenself-regulation and co-regulation. Also, this study suggested the significant role of instructors who shouldfacilitate group cohesiveness in terms of task by providing meaningful collaborative tasks as well asopportunities to establish shared goals and procedures within teams. (ÀÌÇÏ »ý·«)
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